Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum

Autor/inn/en	Howorth, Sarah K.; Rooks-Ellis, Deborah L.; Cobo-Lewis, Alan; Taylor, Joshua; Moody, Christine T.
Titel	Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum
Quelle	In: Career Development and Transition for Exceptional Individuals, 46 (2023) 2, S.69-82 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howorth, Sarah K.) ORCID (Taylor, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221098411
Schlagwörter	Young Adults; Autism Spectrum Disorders; Transitional Programs; College Bound Students; Interpersonal Competence; Skill Development; Curriculum; Coping; Change; Dialogs (Language); Communication Skills; Student Adjustment; Instructional Effectiveness; High School Students; Intervention + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Autism; Autismus; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Curricula; Lehrplan; Rahmenplan; Bewältigung; Wandel; Dialog; Dialogs; Dialogue; Dialogues; Kommunikationsstil; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Unterrichtserfolg; High school; High schools; Oberschule
Abstract	College students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01